Educational Impact 360 Degree School Leadership Assessment - Alignment to ISLLC Standards

Educational Impact 360 degree School Leadership Assessment - alignment to ISLLC Standards

ISLLC Standard 1
Facilitates the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

1.1 Develop a shared vision

1.2 Plan and implement activities around the vision

1.2 Allocate resource to support the vision

EI 360 Questions and Competencies that align with ISLLC standard 1:

· Resource Allocation: Effectively manages school resources to maintain and improve educational programs; working within the system is able to marshal resources to get things done; uses resources effectively and efficiently

· Mentoring: Demonstrates ability to act as a mentor to teachers and other administrators

· Presentation Skills: Is effective in a variety of presentation settings; one on one, large or small group, with peers, with bosses; is effective both inside the school and in the community, presenting difficult and controversial topics; commands attention and can change tactics midstream when something is not working

· Standards Based Instruction: Demonstrates knowledge of the academic content standards and how to use them to maximize student achievement

· Setting Goals and Objectives: Effectively establishes goals and objectives with the faculty and staff that advance the school purpose; provides challenging and stretching tasks for the faculty; provides frequent opportunities for discussion and tracks execution of objectives throughout the year

· Vision and Mission: Possesses a clear and positive view of the past, present and future of the school; sees ahead clearly; has broad knowledge and perspective; can articulately paint credible pictures and visions of possibilities and likelihoods

· Strategic Planning: Effectively facilitates the strategic planning process for school improvement; can design practices, policies and procedures which maximize student achievement; can discuss multiple aspects of issues and project them into the future

ISLLC Standard 2
Advocates, nurtures, and sustains a school culture and instructional programs that are conducive to student learning and staff professional growth.

2.1 Develop school culture and ensure equity

2.2 Guide the instructional program

2.3 Guide professional growth of staff

2.4 Create and utilize accountability systems.

EI 360 Questions and Competencies that align with ISLLC standard 2:

· Mentoring: Demonstrates ability to act as a mentor to teachers and other administrators

· Interpersonal Relationships / Politics: Demonstrates an ability to effectively deal with school faculty members and other school administrators when managing conflict; can maneuver through complex political situations effectively and quietly; anticipates where the land mines are and plans his/her approach accordingly

· Documentation: Demonstrates knowledge of the documentation that is required for specific student or faculty issues; is able to write clearly and succinctly for a variety of purposes; can get messages across that have the desired effect

· Communication: Demonstrates the ability to effectively communicate with staff members; relates well to all kinds of people both inside and outside of the school; uses diplomacy and tact.

· Special Education: Understands the unique requirements of special needs students; effectively plans for their inclusion in all educational programs

· Enthusiasm: Enjoys working hard; is action oriented and full of energy for the day to day job of being a school administrator; is anxious to seize the opportunity

· Ties to Higher Education: Actively works with higher education to encourage students to continue their learning; actively encourages faculty members to talk with students about higher education possibilities

· Judgment: Uses good judgment; shows courage when necessary; can accurately project what people will do across a variety of situations; does not allow personal bias to effect judgment

· Patience / Listening: Is tolerant with people and processes; listens and tries to understand before acting; hears people out and takes the time to get all of the data before making a judgment

· Team Building: Blends faculty members and staff into teams when needed; fosters open dialogue and lets people be responsible for their own tasks and assignments; creates a feeling of belonging to the team; encourages interdisciplinary cooperation whenever possible

· Professionalism: Exhibits professionalism in dealing with all school stakeholders

· Standards Based Instruction: Demonstrates knowledge of the academic content standards and how to use them to maximize student achievement

ISLLC Standard 3

Ensures management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

3.1 Ensure a safe school environment

3.2 Create an infrastructure to support an effective learning environment

3.3 Manage the school learning-support system

3.4 Monitor and evaluate the program and staff

EI 360 Questions and Competencies that align with ISLLC standard 3

· Data Driven Decision Making: Demonstrates knowledge of how to use student data (test results, observations, student work, etc) to drive the decision making process; is able to measure student performance and evaluate the results based on the data; is committed to the continuous improvement of the school and the empowerment of the faculty and staff through the collection of data

· Motivational Strategies: Effectively encourages and motivates others to accomplish school goals and objectives; creates a climate where each person feels that their work is important; can access each person’s “hot button” to get the best out of them

· Differentiated Instruction: Works effectively with teachers to encourage the use of differentiated instruction to meet the needs of diverse student groups; can assist in the design of instruction that meets the needs of students with varying learning skills

· School Culture and Climate: Demonstrates the ability to maintain a positive school culture and learning environment that is conducive to instructional improvement

· Setting Goals and Objectives: Effectively establishes goals and objectives with the faculty and staff that advance the school purpose; provides challenging and stretching tasks for the faculty; provides frequent opportunities for discussion and tracks execution of objectives throughout the year

· Staff Evaluations: Capable of judging quality teaching and provides constructive feedback during teacher evaluations; can accurately access an individual’s strengths and weaknesses.

· Literacy Development: Demonstrates knowledge of the essential foundations and principals guiding literacy development; is good at setting and establishing a clear school wide literacy plan that is well planned

· Curriculum: Demonstrates the ability to select and effectively coordinate the implementation of school curricula;

· Staff Professional Development: Encourages and facilitates the delivery of professional development to the faculty and staff; considers a variety of delivery systems to maximize learning options and retention rates; is committed to the continuous improvement of him/herself and every teacher in the school; creates a climate for life long learning

· Strategic Planning: Effectively facilitates the strategic planning process for school improvement; can design practices, policies and procedures which maximize student achievement; can discuss multiple aspects of issues and project them into the future

ISLLC Standard 4
Collaborates with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

4.1 Collaborate to incorporate the perspective of families and community members

4.2 Establish and manage linkage between the site and the larger community context

4.3 Engage and coordinate support from agencies outside the school

EI 360 Questions and Competencies that align with ISLLC standard 4

· Delegation: Demonstrates the ability to delegate responsibilities and tasks when appropriate in order to maximize time spend on high priority items; empowers others by pushing tasks and decisions down and allowing subordinates to share ownership and visibility; trusts people to perform

· Problem Solving: Demonstrates effectiveness in working with teachers and staff to solve problems; uses logic and probes all fruitful sources for answers; looks beyond the obvious and doesn’t stop at the first answer

· Communication: Demonstrates the ability to effectively communicate with staff members; relates well to all kinds of people both inside and outside of the school; uses diplomacy and tact.

· Community Relations: Whenever feasible encourages school programs that include the local business community

· Presentation Skills: Is effective in a variety of presentation settings; one on one, large or small group, with peers, with bosses; is effective both inside the school and in the community, presenting difficult and controversial topics; commands attention and can change tactics midstream when something is not working

· Community: Demonstrates the ability to actively engage the local community to enhance student learning; is not afraid to involve the community in decision making when necessary

ISLLC Standard 5
Models a personal code of ethics and developing professional leadership capacity.

5.1 Maintain ethical standards of professionalism

5.2 Guide sound courses of action using pertinent, state-of-the-art methods

5.3 Model reflective practice and continuous growth

5.4 Sustain professional commitment and effort

EI 360 Questions and Competencies that align with ISLLC standard 5

· Professionalism: Exhibits professionalism in dealing with all school stakeholders

· Integrity and Ethics: Acts with integrity, fairness and in an ethical manner; is widely trusted; is seen as a truthful individual; keeps confidences; does not misrepresent him/herself for personal gain; adheres to an appropriate and effective set of core values and beliefs during both good and bad times and acts in line with those values

· Technology Integration: Has a good understanding of how to use technology and encourages teachers to integrate the use of technology into their classroom lessons and assignments

· Time Management: Effectively balances time between administrative tasks and instructional matters; spends his/her time and the time of others on what is important; zeros in on the critical issues and puts the trivial aside; eliminates roadblocks and creates focus

· Resource Allocation: Effectively manages school resources to maintain and improve educational programs; working within the system is able to marshal resources to get things done; uses resources effectively and efficiently

· Collaboration: Uses collaborative problem solving and decision making; can quickly find common ground for the good of all; creates synergy and consensus by including a variety of stakeholders; can represent his/her own interest yet be fair to others involved in the process.

· Vision and Mission: Possesses a clear and positive view of the past, present and future of the school; sees ahead clearly; has broad knowledge and perspective; can articulately paint credible pictures and visions of possibilities and likelihoods

ISLLC Standard 6
Understands, responds to, and influences the larger political, social, economic, legal, and cultural context.

6.1 Engage with the policy environment to support school success

6.2 Interact with stakeholders

6.3 Incorporate input from the public

EI 360 Questions and Competencies that align with ISLLC standard 6

· Community: Demonstrates the ability to actively engage the local community to enhance student learning; is not afraid to involve the community in decision making when necessary

· Interpersonal Relationships / Politics: Demonstrates an ability to effectively deal with school faculty members and other school administrators when managing conflict; can maneuver through complex political situations effectively and quietly; anticipates where the land mines are and plans his/her approach accordingly

· School Law: Has a good working knowledge of basic school law as it relates to the day to day operation of the school building; considers legal implications when making decisions

· Diversity: Demonstrates the ability to deal effectively with students and teachers of all races and ethnic origin; supports equal and fair treatment of all regardless of nationality, culture; age or sex

· Communication: Demonstrates the ability to effectively communicate with staff members; relates well to all kinds of people both inside and outside of the school; uses diplomacy and tact.

· Special Education: Understands the unique requirements of special needs students; effectively plans for their inclusion in all educational programs

· School Finance: Demonstrates an understanding of school finance, the school budget and school accounting processes

· Government Legislation: Demonstrates knowledge of government regulations and legislation that have an effect on teaching, learning and school programs